Standard 2: Teachers know how children grow.The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence 2: Multimedia Power-Point Presentation – “Find the Shape!"
Rationale 1: This Power-Point was developed for use with students with low vision in EC through 5 yr. old Kindergarten or any elementary students functioning at that cognitive level. The Power-Point contains both high-contrast visual and auditory elements to reinforce visual discrimination and listening skills. The shapes are each a different color, outlined in a thick, black border and placed against a white background. The instructions written on each page (including a greeting on the title page and praise statement at the end) are narrated via embedded iSpeech files. The multimedia Power-Point has not been utilized with any students yet because I do not have any students on my caseload at this time that are working on skills relating to this type of content.
Previously, I was familiar with Power-Point as a tool for presentations, but had never considered using its multimedia capabilities to create interactive content for my students. I also had not been aware that outside content, such as the iSpeech web 2.0 tool, could be incorporated into Power-Point slides. The ability to customize content relating to the needs of my students at all developmental levels is a very helpful skill to have gained from creating this lesson. I am certified to teach students with visual impairments ages 3-21 and my caseload is often changing and expanding depending on district and student needs, so even if I do not currently have a student to use this particular Power-Point with, it is likely that I will in the future. The fact that each page is narrated allows for independent access by students who are pre-readers or have a print-reading disability, as well as reinforcing listening skills and the ability to follow instructions. The directions are still clearly indicated in large, bold print at the top of each page, so if students are able to read some words or recognize high-frequency words, they may practice that skill, as well.
Knowledge: 2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. Depending on the student’s ability level, this interactive Power-Point can be utilized during direct instruction with the vision teacher, paired with a peer, or during independent work-time or classroom centers. Repetitive language from slide to slide fosters early reading skills and the pairing of auditory instructions with written instructions provides a challenge for students to begin recognizing sight words. For students who learn best through listening, the narration of each slide allows them the opportunity to hear the instructions read aloud so they can focus their visual attention on the shapes on the screen.
Skills or Performance: 2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning tasks. Once students have become familiar with the identification of shapes, this Power-Point challenges them to independently find the shapes while following specific instructions. The Power-Point also challenges students to begin to understand and/or identify the written words that identify the shapes that they are already able to verbally name. The Power-Point will not move on to the next slide until the correct answer has been found, so students will be able to explore and manipulate the program on their own to experience the cause and effect of choosing a particular shape. The immediate auditory and visual feedback provided by this activity will encourage students to maintain their attention and become engaged learners.
Dispositions: 2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. Since the Power-Point will not move on to the next slide until the correct answer is found, students are free to work within the activity without any negative consequences. If the incorrect choice is made, there is simply a “boom” noise and the slide remains the same. If nothing else, through process of elimination, the correct choice will eventually be made, leading to a “cheering” sound and moving on to the next slide. Every child has the chance to succeed and find the correct answer.
Standard 2: Teachers know how children grow.The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence 2: Multimedia Power-Point Presentation – “Find the Shape!"
Rationale 1:
This Power-Point was developed for use with students with low vision in EC through 5 yr. old Kindergarten or any elementary students functioning at that cognitive level. The Power-Point contains both high-contrast visual and auditory elements to reinforce visual discrimination and listening skills. The shapes are each a different color, outlined in a thick, black border and placed against a white background. The instructions written on each page (including a greeting on the title page and praise statement at the end) are narrated via embedded iSpeech files. The multimedia Power-Point has not been utilized with any students yet because I do not have any students on my caseload at this time that are working on skills relating to this type of content.
Previously, I was familiar with Power-Point as a tool for presentations, but had never considered using its multimedia capabilities to create interactive content for my students. I also had not been aware that outside content, such as the iSpeech web 2.0 tool, could be incorporated into Power-Point slides. The ability to customize content relating to the needs of my students at all developmental levels is a very helpful skill to have gained from creating this lesson. I am certified to teach students with visual impairments ages 3-21 and my caseload is often changing and expanding depending on district and student needs, so even if I do not currently have a student to use this particular Power-Point with, it is likely that I will in the future. The fact that each page is narrated allows for independent access by students who are pre-readers or have a print-reading disability, as well as reinforcing listening skills and the ability to follow instructions. The directions are still clearly indicated in large, bold print at the top of each page, so if students are able to read some words or recognize high-frequency words, they may practice that skill, as well.
Knowledge:
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
Depending on the student’s ability level, this interactive Power-Point can be utilized during direct instruction with the vision teacher, paired with a peer, or during independent work-time or classroom centers. Repetitive language from slide to slide fosters early reading skills and the pairing of auditory instructions with written instructions provides a challenge for students to begin recognizing sight words. For students who learn best through listening, the narration of each slide allows them the opportunity to hear the instructions read aloud so they can focus their visual attention on the shapes on the screen.
Skills or Performance:
2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning tasks.
Once students have become familiar with the identification of shapes, this Power-Point challenges them to independently find the shapes while following specific instructions. The Power-Point also challenges students to begin to understand and/or identify the written words that identify the shapes that they are already able to verbally name. The Power-Point will not move on to the next slide until the correct answer has been found, so students will be able to explore and manipulate the program on their own to experience the cause and effect of choosing a particular shape. The immediate auditory and visual feedback provided by this activity will encourage students to maintain their attention and become engaged learners.
Dispositions:
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
Since the Power-Point will not move on to the next slide until the correct answer is found, students are free to work within the activity without any negative consequences. If the incorrect choice is made, there is simply a “boom” noise and the slide remains the same. If nothing else, through process of elimination, the correct choice will eventually be made, leading to a “cheering” sound and moving on to the next slide. Every child has the chance to succeed and find the correct answer.